<< Background >>Communities everywhere are vulnerable to climate change and reductions in biodiversity. While youth are growing up in a climate activist world with heightened environmental awareness, adults feel powerless to effect any meaningful change because of the sheer size and scale of the climate change and environmental impact issues and a lack of skills as to where to actually start. While climate change education is emerging in formal education, it is hard to find, and access is lacking in the provision of training in local community settings. Biodiversity content is harder to find in formal and informal learning settings. There is no one-size-fits-all solution. Changes must arise from a community-centred process of learning how to live sustainably and regeneratively in a particular locality with its ecological and cultural uniqueness.BCCCC provides a whole of community, inclusive driven means by which adults are educated as community champions and by so doing contribute to the 2030 Agenda for Sustainable Development and 6 of it 17 Sustainable Development Goals (SDGs).BCCCC mees the needs of our partnership in a number of following ways. It opens up a new field of learning with a very tangible social inclusion intent and reach, uncovers transferrable learning solutions to empower community biodiversity and climate change champions. At the same time a new training product will enhance their educational reach & allow them to apply their environmental learning at a strategic level to a community setting. Soe partners will be able to expand from their youth and schools’ educational programmes and transfer this knowledge to the adult population. BCCCC also allows them to showcase their work in strengthen communities and innovate as an eLearning practice.TG1 Adult Learners typically live-in areas with no access to specialist education provision and form part of a minority community. Their civic, personal and interpersonal, and digital capacity will be greatly increased by BCCCC. The BCCCC training offering will be flexible, to ensure participation, and be inclusive of all levels of prior digital skills. TG2 Not for Profit Volunteers from Cause and Community Organisations need a channel through which they can become BCC Champions, uniquely positioned in their local communities to promote positive change, galvanize others and create immediate social impact. TG3 Education Bodies recognise the value of training environmental champions but lack the pedagogical strategies to teach it to others (I01 BCCCC classroom course). Our open education resources respond comprehensively in a practical, cost-effective manner.TG4 Biodiversity & Climate Action Advocates, NGOs, networks, regional skills authorities need to promote holistic approaches to working with communities, focusing on changing mindsets and promoting local solutions to biodiversity and climate action challenges.<< Objectives >>BCCCC provides a whole of community actionable/educational contributions to the 2030 Agenda for Sustainable Development and 6 of 17 Sustainable Development Goals (SDGs):SDG12 Responsible consumption and productionSDG13 Climate ActionSDG11 Sustainable Cities and CommunitiesSDG15 Life on landSDG3 Good Health and WellbeingSDG4 Quality EducationOBJECTIVES:1) Empower and equip members of the local community and voluntary groups with skills and knowledge to become empowered climate action and biodiversity changemakers in their communities.2) Inspire community groups to replicate and improve on best practice biodiversity and climate action community initiatives from Europe through a unique compendium of transferrable community best practice3) Provide a replicable model of community training which will lead to the climate proofing of communities and a multitude of biodiversity action plans realised at a community development level4) Increase the recognition of the role of non-formal (adult) education in achieving biodiversity and climate action change in the EU.BCCCC fully responds to the ENVIRONMENTAL AND CLIMATE GOALS priority. Climate change is the greatest challenge and opportunity of our times. Across the EU, communities are vulnerable to climate change and Europe's biodiversity continues to be eroded. Recent data shows that 60% of species and 77% of habitat assessments show persistent habitat loss, diffuse pollution, over-exploitation of resources, growing impact of invasive species and climate change contributing cumulatively. Never has building community resilience, improving sustainable lifestyles and business practices been such a high priority. BCCCC IS IMPROVING AND EXTENDING THE SUPPLY OF HIGH-QUALITY LEARNING OPPORTUNITIES FOR ADULTS, through empowering and equipping members of the local community with skills and knowledge to become climate action and biodiversity changemakers. The project is particularly tailored for those in the community who have left school early, are marginalised or disadvantaged, come from a NEETs background or are new community members.BCCCC will develop adults’ skills not only in climate action but also in key competences related to critical thinking, creativity, cooperation, leadership. For many who are marginalised or disadvantaged, this will be fresh learning that can be applied to all aspects of life, thus supporting another horizontal priority: COMMON VALUES, CIVIC ENGAGEMENT, AND PARTICIPATION.We will achieve local impact best visible in:-500 adult learners will complete the BCCCC online self-learning course becoming BCC Champions positioned in their local communities to promote positive change, galvanize others, and create immediate impact.-300+ community leaders, NGOs, networks, regional skills authorities will download the BCCCC Course for Classroom Learning, The Best Practice Compendium, The Theory of Change Resource Pack and use them to improve their biodiversity and climate action training services in communities and with adult, and all learners’ groups. They will proceed to enable a further 1,000 Adult Learners, not currently involved in the community, to be motivated to increase their civic, personal, and interpersonal, and digital capacity in respect of biodiversity and climate change.-Our online resource will host a section though which the results of local projects can be disseminated on a European level, giving recognition that all change is valued.-24 people will contribute to and benefit from our Participation Forums-20 adult learners and 20 adult educators benefit from pilot test of all 3 PRs-16 people from Ireland, Bulgaria, Greece, and Portugal will come together in an immerse learning activity.By integrating national perspectives & biodiversity/climate action expertise, we will extend the regional and national impact of the outputs of the project as this will make them highly replicable and scalable throughout Europe.<< Implementation >>BCCCC involves three Project Results (PRs). Each partner will lead a PR corresponding to their specific field of expertise/experience. RLP will lead the project & be responsible for Project Management, also lead User Testing across all PRs.PR1 COURSE: EMPOWERING BIODIVERSITY & CLIMATE CHANGE COMMUNITY CHAMPIONS will see a co-creation approach:• ADC Moura will lead the content development of PR1, for online learning & classroom delivery • MMS will adapt the materials into a classroom training format• EUEI will be responsible for the online environment where the learning will be delivered.PR2 COMMUNITIES IN ACTION: COMPENDIUM OF BIODIVERSITY & CLIMATE CHANGE BEST PRACTICES ANATOLIKI SA will lead the development of this PR. ANATOLIKI SA will also develop & host the LEARNING ACTIVITYOther partner contributions:• All partners will collect & develop content for at least five best practice cases each using their existing & expanded networks• MMS will provide branding & graphic design expertise to ensure the Compendium is visually appealing & accessible for our target groups• EUEI will be responsible for the online environment through which the Compendium will be accessed & used.EPF will lead PR3: THEORY OF CHANGE TOOLKIT for COMMUNITIES. They will also be responsible for our Quality Management & Impact Evaluation & Sustainability Planning.MMS will lead Dissemination supported by each partner in ensuring a strong EU wide dissemination campaign. The online marketing strategy will be led by EUEI ensuring maximum online reach.The work of the BCCCC project partnership is divided into overlapping phases that incorporate research & development, implementation, and communication of project results. The work calendar will show the activities covered by the project management grant will run from month 1 to 24, while the development of results will occur in logical order.Dissemination will take place throughout the whole project but will become critical in the end phase through the realization of 4 multiplier events scheduled for months 20-22 & help us cement project dissemination & sustainability by ensuring that our outputs are promoted, and that stakeholders actively understand their value & are motivated to introduce them in their own organisations. Events will be held in Roscommon, Ireland, Sofia, Bulgaria, Thermi, Greece & Moura, Portugal.Our approach to financial administration throughout the project is based on the calculation of the days required in each salary category to complete each PR funded by project management grant. Graphic design, social media marketing, website development & translation will be carried out by partners inhouse. Budgetary controls & financial procedures will be outlined in the Project Handbook.To test and feedback on all three PRs - the Participants’ Forum will review a prototype and provide feedback to further its improvement before publication.Additionally, RLP will lead the recruitment of 20 adult educators (5 per country) and 20 adult learners (5 per country) to pilot test the resources.The LEARNING ACTIVITY enables our first generation of 16 Biodiversity and Climate Change Community Champions to be fully trained in an immersive training event in Greece.Finally, at least 240 Adult Learners, representatives of Not-for-Profit Volunteers from Cause And Community Organisations. Education Bodies, Biodiversity & Climate Action Advocates, NGOs, networks, and regional skills authorities will participate in 4 MULTIPLIER EVENTS in Ireland, Greece, Bulgaria and Portugal.<< Results >>All results of the BCCCC bring the development, implementation & mainstreaming of an adult education project to create future BCCCC champions:1.PR1: COURSE: EMPOWERING BIODIVERSITY & CLIMATE CHANGE COMMUNITY CHAMPIONS2.PR2: COMMUNITIES IN ACTION: COMPENDIUM OF BIODIVERSITY & CLIMATE CHANGE BEST PRACTICES3.PR3: THEORY OF CHANGE TOOLKIT for COMMUNITIESThe project will then produce the following results within its lifespan:•500 adult learners will complete BCCCC online self-learning course becoming BCCCC Champions uniquely positioned in their local communities to promote positive change, galvanize others & create immediate social impact.-300+ community leaders, NGOs, networks, regional skills authorities will download the BCCCC Course for Classroom Learning, The Best Practice Compendium, The Theory of Change Resource Pack & use them to extend & improve their BCC training services in communities & with adult & all learner groups. They will then enable a further 1000 Adult Learners, not currently involved in the community, to be motivated to increase their civic, personal & interpersonal & digital capacity in respect of BCCCC.•24 people will contribute to our Participation Forums•20 adult learners & 20 adult educators will pilot test all 3 PRs•16 people from in Ireland, Bulgaria, Greece & Portugal will come together in Greece in an immerse learning activity•5 Education Bodies across each of our participating regions will incorporate BCCCC resources in their adult education offering.

Cloud computing is now defining the future in ICT, facilitating new corporate and entrepreneurship models at all levels. It is a breakthrough paradigm that, applied to companies, public administrations and Universities, can enhance their innovation, cost-effectiveness and competitiveness.The European Commission has evidenced the great value that cloud computing technologies can have for the development of the European Union both in terms of economical growth and employability opportunities, and therefore has recently set-up the European Cloud Computing Strategy in order to speed up and increase the use of cloud computing across all economic sectors.The IN-CLOUD project has operated pursuing the objectives of the European Cloud Computing Strategy, with the general objective of:- fostering a partnership between Higher Education and the corporate sector, in order to qualify new professionals able to boost the competitiveness and growth of European Companies and Universities, thanks to the advantages offered by the cloud computing technology.This objective has been reached by pursuing the specific objectives of:- raising awareness among European Companies, Public Administrations and Universities regarding how cloud computing can boost economical growth and innovation- creating VET qualifications for professionals inside European Companies and Public Administrations, training them to introduce and manage cloud computing technologies and services inside their systemsIn order to realize these objectives, the IN-CLOUD partnership has been set-up. It has involved 8 partners coming from 6 different countries (Germany, Greece, Italy, Portugal, Spain, United Kingdom). The partners are 3 HEIs, 1 SME, 1 Local Development Agency, 1 Technological Park, 1 Business Advisory/Incubator and 1 VET expert. The partnership ensures a very good geographical coverage and puts together complementary competences.The project has been developed in 24 months.At first, a training needs analysis has been performed in order to identify the real labour market needs related to the Cloud, defining the tailor-made learning process.The main project outputs have been a set of VET qualifications in the area of cloud computing, designed according to the European Lifelong Learning instruments (EQF, ECVET and EQAVET), in order to allow the IN-CLOUD learners to acquire certifications that can be recognized spent in the European labour market. The partnership has also produced all the contents of the training courses and delivered them through the project e-learning platform. Additionally, the partnership has collected 41 video interviews to experts and 17 showcases that have enriched the courses as proofs of real uses of cloud technologies. The qualifications have been awarded by the consortium after the successful attendance of training courses. At the end of the project more than 1100 registrations to the courses have been recorded and more than 300 certificates have been awarded, that is about twice as much as expected.Finally, the project has also developed a virtual bootcamp, an innovative online tool based on adaptive learning methodologies. It is able to identify the learners’ characteristics and needs and then propose a customized learning path to fulfil his expectations and didactic needs.The training courses contents, the virtual bootcamp, the project website and most of the project outcomes have been produced in the six languages of the partnership, in order to achieve an higher impact.A relevant number of members among the identified the target groups (company employees, public administration employees, teachers and trainers, researchers, students) has been reached through the 11 in-presence national stakeholders’ meeting and through a wide number of activities on the web. More than 15000 contacts have been recorded on the project website, more than 700 visualization on the project Youtube channel, more than 200 participants to the national stakeholders meetings proof the relevant impact of the project.The project has directly impacted on the European companies, public administrations and educational institutions, in terms of staff members trained and qualified to use cloud computing technologies and services. It has also an impact on European Universities, in terms of enhancement of the didactic offer on cloud computing in order to better meet the requests of the labour market, and on the students and professionals, in terms of better employability chances. The IN-CLOUD qualifications, designed using the ECVET instrument, allows the transnational recognition of the acquired competences and will enhance the employability of the qualified learners at European level.The project long terms benefit will be to speed up and increase the use of cloud computing across all economic sectors, according to the European Cloud Computing Strategy, and to foster a close partnership between HEIs and companies on the cloud computing.

The project PAL Push Entrepreneurship is aiming to develop a comprehensive approach and endorse a number of goals in training and employment in order to speed up Roma Integration and support the implementation of national Roma inclusion strategies and the Council Recommendation of Roma Integration. The project aims to support Roma participation of different levels, by gathering qualitative data about approaches and practices of Roma and supporting initiatives where Roma participation is a key to long-term change.The Roma is Europe’s largest minority, with an estimated population of 10-12 million. Socially and economically, the Roma are also one of the Europe’s most vulnerable and disadvantaged groups and frequently face intolerance, discrimination and exclusion. Many lack access to housing, healthcare, social services employment and education. European countries have both a national and a joint responsibility to address the discrimination and exclusion of the Roma; significant funding has been devoted towards improving the situation of the Roma.The project is planning to prepare the following outputs aiming to enhance the Roma business initiatives and self-employment:-Training Programme on Roma Entrepreneurship with duration of 6 months-Design of a specific Guideline for Organizing Innovative Roma Camps-Training of trainers Capacity Building and Skills Training Sessions and 5 days Pilot PAL Push Entrepreneurship Camps. At the end of the training of trainers program, the 8 Romani adults will be able to organize and facilitate camps for young Roma in their countries and 16 Roma will be educated-PAL Push Entrepreneurship’s Audiovisual Manual, including videos collecting from participants’ experiences will be collected throughout the different project stages. The video produced will be subtitled in English.-E-learning platform for Roma entrepreneurs and User manual with 17 months duration-Sequence Board game focused on PAL Push Entrepreneurship: simulation game will be based on the realities of PAL Push Entrepreneurship enterprise/initiative in the form of a computer program.

The Wat.Edu project was created within the framework of the Erasmus KA2 application. Our main goal was the elaboration of an innovative supplementary learning material that helps the teachers with the improvement of students aged 12-14 concerning their water-related knowledge. The Wat.Edu Handbook and the Methodological Guide together with the E-learning toolkit based on gamification are the results of great cooperation. Four schools and NGOs of four countries – Slovenia, the Czech Republic, Greece, Hungary- worked together to create a flexible, modern learning material.The elaboration of the theoretical part was the responsibility of professional institutions dealing with environmental education and sustainability, while the methodology was based on the experiences of the participating schools. With this Handbook, our aim was to provide the teachers dealing with 12-14-year-old students with easy-to-use, inspiring methodological material, which can also enhance the creative thinking of students.We speak about a cross-curricular topic, yet we felt it needed to relate in some way to the subject frameworks used in educational structures. Therefore, we separated the tasks and activities according to the following subjects: Biology, Geography, Chemistry-Physics, and Arts. The separation is only of a technical nature, the development of a complex approach has been an important aspect for us all along, we wanted to present this important element of our environment from the aspect of several subjects.The three years of the project process was greatly affected by the Covid-19 pandemic, especially concerning digital education. To react to this, our partnership elaborated O3, an extra supplementary material besides the Handbook, which can be used effectively in online education.During the period of testing the innovative professional material, we actively operated Water Club groups consisting of a community of children, where the goal was to test the curriculum in practice. In addition, we presented the developed professional material to interested teachers and heads of institutions in the framework of continuous teacher workshop sessions. At the national dissemination events, in addition to teachers, representatives of universities, colleges and other interested parties involved in teacher training were also given information about the work done. The feedback from the educators and the experience of the Water Club sessions helped a lot in shaping the final form of the Handbook and e-learning.We permanently informed the public on the Wat.Edu website, on our official Facebook site, via newsletters, and the various channels of media.Very important milestones of the project process were the three-day-long online international teacher training and the student camp. The latter was also organized as a virtual event. These programs provided opportunities to test the project outputs in real situations. Compared to the planned format. we had to redesign these project elements due to the Covid. Despite the aggravating factors, we were able to provide useful experiences and spent memorable time together.Educational institutions are showing great interest in the completed project products, which is a positive result in itself, but it is not enough. After the end of the epidemic situation, it will hopefully be possible to implement demonstration sessions for interested schools, counseling for mentoring, and support for the adaptation process. The goal is to use the developed professional material as widely as possible in order to educate students about the environment and protect water.

Context EnterpriseThe perspective within which contextualizes the project adopts a logical system and promotes networking of resources, institutional, professional and territorial, through a strategy that includes:the development of coordination and methodological improvement of the interventions of the design and implementation of training courses and support to self-employment of disadvantaged persons by the local services that deal in various ways, of social inclusion and employmentthe expansion of the accompanying instruments and facilitating access to finance for the start-up of self-entrepreneurial projects by disadvantaged persons.GoalsGENERAL OBJECTIVE: To contribute to the improvement and modernization of policies, strategies and measures on training and social and labor inclusion of disadvantaged persons.SPECIFIC OBJECTIVE: To enhance the entrepreneurial training and self-employment as a strategy for social and labor integration of disadvantaged persons.Participants and beneficiariesDisadvantaged persons in charge to the various services -> 16 participants, about 2,000 interested as catchmentOperators of local services (VET, social cooperation, social services, health services and employment services) -> at least 14 participants and about 200 involvedOperators and representatives of trade unions and the local development of the enterprise system, crafts, industry, trade and cooperation -> at least 4 participants and about 40 involvedExecutives and managers of the territorial system of services, policy and decision makers of the local and the PA -> at least 9 and about 30 participants involvedActivityAnalysis of existing practices and arrangement of methodologies for the analysis and evaluation of motivations, attitudes and skills necessary for starting a businessAnalysis of existing practices and provision of methodologies for the evaluation and improvement of the quality of the business idea and business planDefinition of tools and procedures for the analysis of training needs related to business and to start preparation of a model for the development of individualized plans of professional training aimed at starting businessAnalysis of existing opportunities and facilities for business creation (eg. the system of micro-credit), good practices and methodologies useful advice to support the process of business creationDefinition of the technical and professional skills needed, establishment of a program of training and teaching aids for professionals who deal with planning and accompany the paths of self-enterprisePreparation of a shared model of support and assistance to the start up of enterprise of disadvantaged personsApplication of models and the instruments provided with experimentation of the accompanying the start-up enterprise of selected subjects (with access to the system of micro-credit)Processing of the evaluation plan and evaluation of models and experimentationMethodology used in the projectThe project involves the comparative analysis, processing, and then shared the empirical testing of models, tools, methodologies and procedures for the design and the accompaniment of training courses and support to self-employment of disadvantaged people. Ample space is given to raising awareness and involvement of stakeholders as well as to the enhancement and dissemination of outputs and outcomes.Expected Results1. Increase chances of success of the business ideas and opportunities for self-employment of disadvantaged persons2. Enhanced capacity of VET, local services for the work and the inclusion of design and manage training and guidance to support self-employment of disadvantaged persons3. Increase opportunities for self-employment of the target group of selected disadvantaged peoples and accompanied part of the trial in the projectExpected impact and long-term benefitsEnhancement of entrepreneurship opportunities in key of social and work inclusion of disadvantaged people and at the same time improving the quality and effectiveness of training programs and support designed to self-employment of disadvantaged persons.It 'also provided an impact at the system level, in the long run, in terms of improvement of networking between services for training, inclusion and work in order to significantly increase the effectiveness and efficiency of all the services involved in the training and work integration of disadvantaged persons.